Can Common Sense Effectively Guide the Behavior of Beginning Teachers
Datos Bibliográficos
| ID | 4307341 |
|---|---|
| Autores | Martin Haberman (University of Wisconsin–Milwaukee, autor de correspondencia) |
| Año | 1985 |
| Volumen | 36 |
| Número | 6 |
| Páginas | 32-35 |
| Fecha de publicación | 1985-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718503600605 |
| OpenAlex | W2053549764 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 3 |
Common sense cannot and must not serve as the basis for professional prac tice, argues Haberman. Indeed, some common sense is nonsense; and some teachers who are well-educated and well-intentioned, but professionally un trained, are counterproductive in their efforts to foster student learning. The author describes the fallacy of basing teaching practices solely on common sense principles. He further asserts the need for teacher educators to make sig nificant improvements in present teacher preparation programs
Common sense · Epistemology · Fallacy · Mathematics education · Nonsense · Pedagogy · Teacher education · Education and Critical Thinking Development · Philosophy · Psychology · Teacher Education and Leadership Studies
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 0,03 |
| Intervalo de citas | 1988 - 1988 (1) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |